A Framework for Instantiating Pedagogic mLearning Objects Applications

Muyinda, Paul Birevu; Lubega, Jude T.; Lynch, Kathy; Weide, Th.P. van der

doi:10.1007/978-3-642-23283-1_14

Cited by 9 publications

(2 citation statements)

References 26 publications

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“…5). The trends of mobile computing device ownership gives a favourable and enabling environment for HEIs to deploy blended m-learning for enhancing learning contents delivery and accessibility (Muyinda, Lubega, Lynch, & van der Weide, 2011). The results presented in Fig.…”

Section: Fig 5 Mobile Computing Devices Ownershipmentioning

confidence: 96%

ICT for e-learning in three higher education institutions in Tanzania

Mahenge

Sanga²

2016

Knowledge Management &Amp; E-Learning: An International Journal

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The advancement in Information and Communication Technology (ICT) has brought new opportunities for learning. Tanzania is adopting the new technologies in Higher Education Institutions (HEIs) through e-learning and m-learning. However, delivery of learning contents is becoming a challenge for HEIs due to the constraints in resources and network bandwidth. This study discussed learners’ perceptions on using e-learning applications and mobile devices for learning in three HEIs in Tanzania. Findings show that majority of the students own more than one mobile devices which can be used as a tool for facilitating the learning process. It is suggested that in order to improve e-learning content delivery and accessibility under limited resource settings, HEIs in developing countries should make an effective use of emerging mobile computing technologies which are relevant to their respective environments.

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Section: Fig 5 Mobile Computing Devices Ownershipmentioning

confidence: 96%

ICT for e-learning in three higher education institutions in Tanzania

Mahenge

Sanga²

2016

Knowledge Management &Amp; E-Learning: An International Journal

View full text Add to dashboard Cite

show abstract

“…The proposed solutions are frameworks that focused on m-learning systems design (Martin et al, 2010), m-learning adaptation (Motiwalla, 2007), classification of m-learning activities (Park, 2011), adoption (Cheon, Lee, Crooks & Song, 2012) and design of m-learning activities (Muyinda, Lubega, Lynch & van der Weide, 2011). The frameworks are biased towards providing content for contextual m-learning as an extension of e-learning.…”

Section: Introductionmentioning

confidence: 99%

Evaluating Mobile-Centric Readiness of Higher Education Institutions: The Case of Institutional Policies and Information Systems Students

Chipangura¹,

Biljon²,

Botha³

2015

Afr. j. inf. commun. (Online)

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Many higher education students live and operate in mobile-centric environments. The question is whether the policies of higher education institutions (HEI) are aligned with students’ readiness for mobile technology information access and interaction. To investigate this question from a policy perspective, nine policies from the open and distance learning (ODL) university in South Africa were analysed for providing institutional mobile-centric support. Policy document analysis was used to evaluate five information and communication technology (ICT) polices and four teaching and learning policies. The analysis focused on how the policies support the provision of mobile infrastructure, technical support and learning resources. To investigate from the students’ perspective, quantitative data was captured on Information Systems students’ readiness through a survey of a total of 129 respondents from the same university. The mobile-centric readiness of students was evaluated based on factors that could affect the readiness of students in accessing and interacting with mobile-centric services. The factors investigated were infrastructure ownership, knowledge of mobile phone features and mobile phone Internet activities. The findings revealed that Information Systems students are ready to use mobile phones as tools for information access and interaction, but some inadequacies were observed in the way the policies support the students’ needs. This study proposes some recommendations on how the policies could better support students’ mobile phone information access and interaction.

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Methodological Challenges When Exploring Digital Learning Spaces in Education

Murphy

Castillo

Zahra

et al. 2014

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A Framework for Instantiating Pedagogic mLearning Objects Applications

Cited by 9 publications

References 26 publications

ICT for e-learning in three higher education institutions in Tanzania

ICT for e-learning in three higher education institutions in Tanzania

Evaluating Mobile-Centric Readiness of Higher Education Institutions: The Case of Institutional Policies and Information Systems Students

Methodological Challenges When Exploring Digital Learning Spaces in Education

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